General Remarks

(Participants: Dede, Sheryl, Marsha, Ray, Tom)

Technology integration should not create more things for teachers to do, but an easier/more effective way to carry out professional tasks
Need for shift in approach from using application to deliver instruction to a view that encourages staff and student collaboration and file sharing in order to do collaborative projects.
Need to tie technology collaboration into staff development--> teacher leadership needs to drive grade-alike sharing; staff development can happen via demonstration lesson with kids (technology mentor model has shown some success)
Issue of access: teachers will only integrate if age-appropriate access is good. (Going down and getting it down the hall -- analogy of "the pencil's in the office."
Discussion of personnel: need technology coordinator and certified tech. teacher-leaders at school (for mentor lessons; not for drop-off)
Marsha: Research says integration motivation depends upon a culture of sharing, which in turn depends upon time
Ties of this discussion to space--for example need for lab for keyboarding
Need for vehicle to show models
Technology Integration as a third option to evaluation choices (observation, goal setting, tech. integration)
Marsha: Hearing in different ways, "There's nobody for me to go to."

What should students be doing?

Assumption that software selection (as well as peripherals: probes, projectors, GPS units) will happen within each discipline
Effectively using word processing, multimedia, email, Web, key boarding, troubleshooting per JSD technoloy curriculum
Collaborative, authentic projects that can be shared beyond the classroom (with implied need for component skills to do so)
Critical reading that models social nature of literacy--> interactive book clubs etc. This implies that teachers can have updated access to grade-alike teachers across the district (and beyone) infrastructure
Making connections to what they're doing at home--critically analyzing cyber behaviors, habits, etc.
Controlled social interactions
Appropriately representing themselves via digital tools (video, images, e-portfolios)
Collecting learning artifacts, including evidence of technology
Self-assessing learning with and via technology tools (implications for elementary report card and continuum. How can students participate in self-eval.)

some digital tools should be ubiquitously used: example of a multimedia projector taking the place of the transparency machine
ongoing formative assessment (as use of tablets or PDAs for checkoffs, etc.)
providing evidence of student learning and projects via Web, etc.
structuring collaborative classroom to classroom projects via electronic resources
Using time for developing communities of learning

Need easier teacher management of their own students' file spaces
Need better access to other teachers (How do I share and collaborate with my grade-level, or cross grade-level peers?)
Need forum and (incentives) for sharing of teaching resources: example of teacher-generated digital tools to supplement Trailblazers math units, etc.
Analogy from UAS -- popularity of Weblog for system wide technology questions--> faculty sense that IT is aware of their needs and commitment to make things work--> Need a forum for pedagogy informing tech. evolution and innovation
Need a fluidness of flie sharing--> flies can go from iPods to servers, teacher machines, etc., back and forth
Minimum classroom tech. infrastructure-- each teacher gets a projector (ceiling mounted); designing classrooms for digital enhancements--microphoned teachers, placement of outlets, etc.

Face to face, grade-level or disciplinary meetings are necessary to share and contextualize technology sharing; these meetings need to be structured, yet driven by group-generated agendas

Possibility of mini-grant bank for technological gear with requirement (and support) to share
Recommendation of established positions: District Technology Coordinator, certified staff member in each building, actively supported cadre of teacher leaders / mentors